我国"市场导向"高校毕业生就业政策的形成与启示

针对我国高校毕业生就业政策问题研究相对较少的情况,通过回顾其形成历程:从"统包统分"的行政指令时期、"供需见面"、"双向选择"的过渡时期,到"市场导向的自主择业时期,"得出我国"市场导向"高校毕业生就业政策形成与人们对社会,尤其是高等教育领域多年低效运转极度不满以及对高校运转强烈渴求相关的启示,并就"市场导向"高校毕业生就业政策还应如何调整才能促使市场机制达成效率目标提出建议。     

高职院校学校体育政策执行情况分析

学校体育政策在高职院校执行过程中存在缺损,这是由于教育政策的执行主体在认识上有偏差,体育政策执行的条件和环境还需改善,体育政策本身有待完善。高职院校要落实好学校体育政策必须提高认识,完善政策执行条件和环境,加强监督与评估。     

What Can Institutional Research do to Help Colleges Meet the Workforce Needs of States and Nations?

Institutions of higher education are looked to by society as the training grounds and gatekeepers for college-trained workers. However, despite a long history of being viewed by many as unresponsive to labor force needs, the academy has not found ways of effectively meeting these demands, nor articulating why it is that they have difficulty doing so. This paper discusses how institutional researchers can help explain to campus administrators and others the role that institutions play in training individuals for the workplace, and why they cannot always quickly respond to and solve shortages of college-trained workers. The first section outlines what economic theory and research has to say regarding labor markets, how labor market shortages arise, and how students make decisions about which major to pursue. The last section describes problems institutional researchers face when using their skills with data to identify solutions to this problem. Using data from the state of New Hampshire, it will be shown that the data available to institutional decisionmakers can be out of date, inaccurate, and not particularly useful for designing policies that would enable an institution to respond to the labor needs of the economy.     

稳定的货币政策为社会传达稳健的政策信号

反对改变货币供应量作为货币政策的中介目标，从货币流通速度等方面讨论了近年来的新情况与新观点，作者认为无论是从可控性、可测性，还是相关性等各方面分析，货币供应量是目前货币政策中介目标的理想选择。     

基础教育应全面取消建重点中小学和按学生学习成绩分班的做法

《国家中长期教育改革和发展规划纲要（2010—2020年）》把促进教育公平作为国家基本教育政策,基础教育是重点保障对象。在基础教育阶段全面取消建重点中学和按学生学习成绩分班的做法,对于贯彻和落实《国家中长期教育改革和发展规划纲要（2010—2020年）》,坚持教育的公益性和普惠性,保障公民依法享有平等受教育的机会,推进我国基础教育均衡健康发展,实现社会公平正义具有重要意义。     

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education

This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal.     

Concepts and Policy Innovations in the National Education Plan

Abstract

The theme of the Outline of the National Mid- to Long-Term Plan for Education Reform and Development (2010–2020) is building a nation rich in human resources, its primary thread is promoting the scientific development of education, and its soul is reform and innovation. The important concepts and policy innovations of the National Education Plan are expressed through a commitment to priority development for education, people-oriented education, promotion of fairness in education, and improvement of the quality of education to build a lifelong learning system and establish a modern school system, with teacher-based education plans, modernization driven by informatization, pooling of forces both within and outside of education circles, scientific and democratic decision making, and other features.     

Current State and Development Trends of Education Policy Research in China in the Last Decade (2004–2013): A Statistical Analysis of Papers from Eight Core Chinese Journals

Abstract

The author conducted sampling and statistical analysis of papers on education policy research collected by the China National Knowledge Infrastructure in the period from the years 2004–2013. Under the current state of education policy research in China, the number of papers correlates positively with the year; the papers are concentrated in education journals; the researchers are primarily associated with institutions of higher education; and the studies cover a broad range of topics, while emphasizing the practice of education policy. The development trends of education policy research in China include a general rising trend for research on education policy; in the future, researchers from institutions of higher education will continue to be a dominant force in education policy research, and the authors’ regional distribution will continue to be imbalanced; education policy research will focus more on educational equity and improved quality, and studies of foreign education policies will continue to be a topic of interest.     

以就业为导向加强专业建设的实践探索

邯郸职业技术学院在以就业为导向、加强专业建设的探索中,以"索求第一、适时调向、主干辐射、以点带面"作为专业建设原则;以就业、创业为目标,积极与企业合作办学;以能力培养为主线,不断优化课程结构,完善专业建设.通过20多年的办学实践,在培养高素质技术技能型人才方面取得了良好的成绩.     

"三农"政策的关键是农村公共服务政策

现代有限政府职能、农村基层组织状况、农民的市场主体地位都要求“三农”政策的重点向农村公共服务政策转变。各级政府要尽快建立科学有效的农村公共决策机制;农村公共政策要有所为、有所不为;不搞“一刀切”,高层次体现公平、公正性;集中精力抓已有公共政策的执行和落实,切实保障农民和农村应有的政策利益落到实处。